Introduction: Course: DEN 124 - Radiography (3 Credits) This course is intended to introduce basic concepts of radiography and build on those skills and theoretical knowledge. Students will learn to correctly and safely evaluate need for x-rays, expose, process and mount intraoral and extraoral radiographs utilizing a variety of techniques and with a variety of patient situations including pedodontics, edentulous and extraoral situations.
Step 1: Situational Factors
SPECIFIC CONTEXT OF THE TEACHING AND LEARNING SITUATION
-How many students are in the class? 14
-Is the course lower division, upper division, or graduate level? This is a lower division (associate degree or technical certificate) course. We are in the second quarter of a three quarter program. -How long and frequent are the class meetings? We meet five days a week from 8-3. -How will the course be delivered? This course is delivered via live classroom. EXPECTATIONS OF EXTERNAL GROUPS -What does society at large need and expect, in terms of the education of these students in general or with regard to this particular subject? My students are expected, by the dental community, to attain the skills necessary to expose radiographs using a variety of techniques. They must also be able to recognize anatomical landmarks and interpret diagnostic radiographs. -Does the state or related professional societies have professional accreditation requirements that affect the goals of this learning experience? Yes. The Commission on Dental Accreditation (CODA). The Commission, established in 1975, is nationally recognized by the United States Department of Education (USDE) to accredit dental and dental-related education programs conducted at the post-secondary level. -What curricular goals does the institution or department have that affect this course or program? Students are expected to pass written exams in each unit with a minimum of 80%. They will complete four full mounth series of x-rays on a manikin with 90% accuracy. Students will place films for a full mouth series of x-rays on a peer as a patient with 90% accuracy.
NATURE OF THE SUBJECT -Is this subject matter convergent or divergent?This subject matter is basically convergent. The students are all learning to take each film so that it meets diagnostic criteria. -Is this subject primarily cognitive, or does it include the learning of significant physical skills as well? It is a combination of both.cognitive and physical skills. The students much be able to physically create the x-ray using equipment correctly as well as patient placement, correct angulations and be able to correctly place film in the patient's mouth. They must also be able to understand the physics of radiation and the anatomy of the teeth and jaw. -Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other? While the field of dental radiography is changing as more technology becomes available and digital x-rays are becoming more common, the basics of how to take x-rays remains essentially the same. -What are the physical limitations of the learning environment? The classroom has poor visibility of the screen and teacher for some students. The clinic is shared by other students and another department. Having the equipment available often enough and at convenient times creates limits on the amount of practice students get.
CHARACTERISTICS OF THE LEARNERS -What is the life situation of the students at the moment: full-time student, part-time working student, family responsibilities, work responsibilities, and the like? All of my students are full time in the program. Only one student has a child, but roughly half are married. Approximately three quarters of the class works at a part time job. -What life or professional goals do they have that relate to this learning experience? All of my students intend to become Registered Dental Assistants in the State of Washington and become employed in local dental offices as dental assistants. -What ar their reasons for enrolling? To become dental assistants. Some are in worker retraining programs. Others are coming straight out of high school. -What prior experiences, knowledge, skills and attitudes do the students hae regarding the subject? One student has experience working as a receptionist in a dental office. The other thirteen had no dental experience whatsoever. All of them have a great attitude and are very motivated to learn the skills being taught. -What are the students' learning styles? Varied. But all of them seem to do best once they start practicing the skill clinically, regardless of which style worked best during classroom learning. -Do any students have any specific issues that create a barrier to the learning process? I have one student with severe test anxiety. I also have two students with ESL issues that seem to impact their confidence especially which translates into poor clinical performances.
CHARACTERISTICS OF THE TEACHER - What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the subject of this course? I have 22 years of clinical experience in Dental Radiography. I have the attitude that this is a challenging, but exciting course for students. -Has the teacher taught this subject before, or is this the first time? This is the first time. -Will this teacher teach this course again in the future, or is this the last time? I will teach this course once every academic year. -Does the teacher have a high level of competence and confidence in this subject, or is this on the margins of the teacher's zone of competence? I feel that I am highly competent and confident in this subject. -What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the process of teaching? How much does this teacher know about effective teaching? Thanks to EDUC 207, I know a lot more than I did last quarter. I have a good attitude, but very little experience prior to this year. SPECIAL PEDAGOGICAL CHALLENGE -What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience? We are constantly trying to remember that the very regimented way we do things here in our clinic is not the only way to do things. Trying to prepare students to respond appropriately to a varieny of situations in a real-world dental setting is the challenge.
Step 2: Learning Goals
FOUNDATIONAL KNOWLDGE -What key information is important for students to understand and remember in the future? How to use radiographic and developing equipment. How to use digital equipment and software to take x-rays. How to place, expose and develop a complete set of diagnostic quality films using a variety of techniques. How to interpret x-rays. How to take x-rays in special situations such as patients with various disabilities. -What key ideas or perspectives are important for students to understand in this course? Physics of radiation. Safety of working with radiation, correct angulation, correct film placement, head and neck anatomy.
APPLICATION -What kinds of thinking are important for students to learn here? Critical thinking in analyzing when, where, why and how of what they are doing is important. Creative thinking rarely will be used for this subject. Practical thinking is the most important skill for this subject. -What important skills do students need to learn? Using all the skills listed in "foundational knowledge", the students must become proficient in taking x-rays in a timely fashion and with a minimum of discomfort for their patients. -What complex projects do students need to learn how to manage? Students need to be able to incorporate the taking of x-rays into overall patient care.
INTEGRATION -What connections should students recongize and make --among ideas within this course? Importance of head and neck anatomy in identifying landmarks used to take x-rays. --between the information, ideas and perspectives in this course and those in other courses or areas. Our program is completely integrated and the classes run one into another, so they are very aware that none of the aspects of dental courses taught are "stand alone". --between material in this course and the students' own personal, social and work life? Students especially enjoy sharing any recent dental experiences that they or their families have had. This makes what they are doing in class very relevant. Being the patient instead of the operator gives them more empathy for the patient.
Step 3: Feedback and Assessment
FORWARD LOOKING ASSESSMENT -Administer a Pre-Test to determine background knowledge -Offer a case study situation that is applicable and allow students to offer solutions based on their current level of knowledge. -Have small groups problem-solve and trouble-shoot common difficulties faced in dental radiography as assigned by instructor (i.e. the wheelchair-bound patient, the gagging patient, equipment malfunction, common software issues, etc.) CRITERIA AND STANDARDS -The criteria for a Full Mouth Radiographic Survey is as follows: The full mouth survey is comprised of 14 individual films (total points possible is 112) Each film is assessed in four categories (8 points possible per film): Film and cone placement (2 points) Horizontal Angulation (2 points) Vertical Angulation (2 points) Process and Mount (2 points) The point system is: 2 = Good, 1 = Satisfactory, 0 = Needs Improvement SELF ASSESSMENT - Prior to having the instructor evaluate the student's Full Mouth Series of X-rays, they are required to perform a self-evaluation and have a peer evaluate their assignment using the criteria stated above. FIDeLity FEEDBACK -Feedback is provided concurrently with the instructor evaluation. As each film is evaluated, the student is there and discusses the merits and shortcomings of each film. If the student's self-assessment is significantly different than the instructor's, the reason for the discrepancy is addressed at this time also. If the peer evaluation is significantly different, the peer is involved in order to determine if their level of knowledge of the subject or understanding of the evaluation criteria is not correct.
Step 4: Generate Teaching and Learning Activities
RECEIVING INFORMATION AND IDEAS -Students read the relevant chapters in the book, the unit in the curriculum -Students answer the objectives for the unit. -I present the information in a lecture and powerpoint. -Watch YouTube video clips of taking radiographs. -Look at Full Mouth Radiograph series taken by previous students.
EXPERIENCES -Students watch a video demonstration of taking radiographs -Students each "grade" 5 Full Mouth Radiograph series taken by previous students to learn to critique their films. -Students observe and demonstration of taking radiographs by the instructor. -Students perform the skill in a practice environment on a mannequin. -Students observe other students in their small group taking radiographs on the mannequin. -Students take radiographs on live patients in clinic under instructor supervision.
REFLECTION -Students view the completed x-rays, perform a self-assessment and then make comments as to why errors occurred and how they could be corrected. -As a group, students are asked to generate questions or points that need further clarification weekly. These are then addressed as a group discussion. -Students write in their clinic journal -Students generate test questions that are used in reviewing for the exam.
Step 5: Integrate the Component Parts
Learning Goals
Feedback and Assessment
Teaching and Learning Activities
Foundational Knowledge Students will learn how to use radiographic equipment and software. They will learn how to place, expose and develop and
interpret a complete set of xrays
using a variety of techniques and
situations.
--Administer a pre-test to deter-
mine background knowledge.
--Self assessment
--Peer assessment
--Instructor assessment
--Reading/writing assignments
--Written exam.
--Power point presentation and lecture.
--Students read the relevant chapters in the
book and the unit in the curriculum.
--Evaluate past student's x-rays using
our assessment criteria.
Application
The students must become proficient in taking x-rays in a timely fashion using techniques that cause the least amount of discomfort for their patients--
--Administer a pre-test --Self assessment --Peer assessment --Instructor assessment
--Instructor demonstration
--Students practice on mannequins.
--Students successfully complete 5 sets of
x-rays meeting the criteria.
Integration
Students will learn to utilize their
knowledge of head and neck anatomy,
tooth morphology, etc. when identifying
landmarks in dental x-rays
--Administer a pre-test
--Self assessment
--Peer assessment
--Instructor assessment
--Instructor demonstration of mounting xrays.
--Students practice correct mounting of xrays
using anatomical landmarks.
--Students successfully mount 10 sets of xrays
with 100% accuracy.
Human Dimension
Students must understand the
importance of taking accurate, diagnostic
xrays with a minimum number of retakes.
--Administer a pre-test
--Self assessment
--Reading/writing assignments
--Written exam
--Lectures: "Radiation Safety" and "Diagnostic Importance
of Dental Radiographs"
--Class discussion of ethical issues.
Caring Students will learn to be empathetic to patients who are having x-rays taken.
--Administer a pre-test
--Self assessment
--Peer assessment
--Instructor assessment
--Instructor demonstration
--Students practice placing films correctly and painlessly
on peers.
--Each student must be a patient for a peer and provide
feedback to the student.
--Students will be able to perform a full set of xrays
placement on a peer correctly in a timed situation.
Learning How to Learn Students will identify information sources for trouble shooting problems with x-ray equipment.
--Administer a pre-test
--Self assessment
--Reading/writing assignment
--Research project
--Class discussion of common problems with x-ray
equipment.
--Students are each assigned a particular problem and are
to research websites, journals, technical manuals, etc.
--Students present to the class their problem, possible
solutions, and the top three resources for trouble shooting
the problem.
Course: DEN 124 - Radiography (3 Credits)
This course is intended to introduce basic concepts of radiography and build on those skills and theoretical knowledge. Students will learn to correctly and safely evaluate need for x-rays, expose, process and mount intraoral and extraoral radiographs utilizing a variety of techniques and with a variety of patient situations including pedodontics, edentulous and extraoral situations.
Step 1: Situational Factors
SPECIFIC CONTEXT OF THE TEACHING AND LEARNING SITUATION
-How many students are in the class? 14
-Is the course lower division, upper division, or graduate level? This is a lower division (associate degree or technical certificate) course. We are in the second quarter of a three quarter program.-How long and frequent are the class meetings? We meet five days a week from 8-3.
-How will the course be delivered? This course is delivered via live classroom.
EXPECTATIONS OF EXTERNAL GROUPS
-What does society at large need and expect, in terms of the education of these students in general or with regard to this particular subject? My students are expected, by the dental community, to attain the skills necessary to expose radiographs using a variety of techniques. They must also be able to recognize anatomical landmarks and interpret diagnostic radiographs.
-Does the state or related professional societies have professional accreditation requirements that affect the goals of this learning experience? Yes. The Commission on Dental Accreditation (CODA). The Commission, established in 1975, is nationally recognized by the United States Department of Education (USDE) to accredit dental and dental-related education programs conducted at the post-secondary level.
-What curricular goals does the institution or department have that affect this course or program? Students are expected to pass written exams in each unit with a minimum of 80%. They will complete four full mounth series of x-rays on a manikin with 90% accuracy. Students will place films for a full mouth series of x-rays on a peer as a patient with 90% accuracy.
NATURE OF THE SUBJECT
-Is this subject matter convergent or divergent? This subject matter is basically convergent. The students are all learning to take each film so that it meets diagnostic criteria.
-Is this subject primarily cognitive, or does it include the learning of significant physical skills as well? It is a combination of both.cognitive and physical skills. The students much be able to physically create the x-ray using equipment correctly as well as patient placement, correct angulations and be able to correctly place film in the patient's mouth. They must also be able to understand the physics of radiation and the anatomy of the teeth and jaw.
-Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other? While the field of dental radiography is changing as more technology becomes available and digital x-rays are becoming more common, the basics of how to take x-rays remains essentially the same.
-What are the physical limitations of the learning environment? The classroom has poor visibility of the screen and teacher for some students. The clinic is shared by other students and another department. Having the equipment available often enough and at convenient times creates limits on the amount of practice students get.
CHARACTERISTICS OF THE LEARNERS
-What is the life situation of the students at the moment: full-time student, part-time working student, family responsibilities, work responsibilities, and the like? All of my students are full time in the program. Only one student has a child, but roughly half are married. Approximately three quarters of the class works at a part time job.
-What life or professional goals do they have that relate to this learning experience? All of my students intend to become Registered Dental Assistants in the State of Washington and become employed in local dental offices as dental assistants.
-What ar their reasons for enrolling? To become dental assistants. Some are in worker retraining programs. Others are coming straight out of high school.
-What prior experiences, knowledge, skills and attitudes do the students hae regarding the subject? One student has experience working as a receptionist in a dental office. The other thirteen had no dental experience whatsoever. All of them have a great attitude and are very motivated to learn the skills being taught.
-What are the students' learning styles? Varied. But all of them seem to do best once they start practicing the skill clinically, regardless of which style worked best during classroom learning.
-Do any students have any specific issues that create a barrier to the learning process? I have one student with severe test anxiety. I also have two students with ESL issues that seem to impact their confidence especially which translates into poor clinical performances.
CHARACTERISTICS OF THE TEACHER
- What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the subject of this course? I have 22 years of clinical experience in Dental Radiography. I have the attitude that this is a challenging, but exciting course for students.
-Has the teacher taught this subject before, or is this the first time? This is the first time.
-Will this teacher teach this course again in the future, or is this the last time? I will teach this course once every academic year.
-Does the teacher have a high level of competence and confidence in this subject, or is this on the margins of the teacher's zone of competence? I feel that I am highly competent and confident in this subject.
-What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the process of teaching? How much does this teacher know about effective teaching? Thanks to EDUC 207, I know a lot more than I did last quarter. I have a good attitude, but very little experience prior to this year.
SPECIAL PEDAGOGICAL CHALLENGE
-What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience? We are constantly trying to remember that the very regimented way we do things here in our clinic is not the only way to do things. Trying to prepare students to respond appropriately to a varieny of situations in a real-world dental setting is the challenge.
Step 2: Learning Goals
FOUNDATIONAL KNOWLDGE-What key information is important for students to understand and remember in the future? How to use radiographic and developing equipment. How to use digital equipment and software to take x-rays. How to place, expose and develop a complete set of diagnostic quality films using a variety of techniques. How to interpret x-rays. How to take x-rays in special situations such as patients with various disabilities.
-What key ideas or perspectives are important for students to understand in this course? Physics of radiation. Safety of working with radiation, correct angulation, correct film placement, head and neck anatomy.
APPLICATION
-What kinds of thinking are important for students to learn here? Critical thinking in analyzing when, where, why and how of what they are doing is important. Creative thinking rarely will be used for this subject. Practical thinking is the most important skill for this subject.
-What important skills do students need to learn? Using all the skills listed in "foundational knowledge", the students must become proficient in taking x-rays in a timely fashion and with a minimum of discomfort for their patients.
-What complex projects do students need to learn how to manage? Students need to be able to incorporate the taking of x-rays into overall patient care.
INTEGRATION
-What connections should students recongize and make
--among ideas within this course? Importance of head and neck anatomy in identifying landmarks used to take x-rays.
--between the information, ideas and perspectives in this course and those in other courses or areas. Our program is completely integrated and the classes run one into another, so they are very aware that none of the aspects of dental courses taught are "stand alone".
--between material in this course and the students' own personal, social and work life? Students especially enjoy sharing any recent dental experiences that they or their families have had. This makes what they are doing in class very relevant. Being the patient instead of the operator gives them more empathy for the patient.
Step 3: Feedback and Assessment
FORWARD LOOKING ASSESSMENT
-Administer a Pre-Test to determine background knowledge
-Offer a case study situation that is applicable and allow students to offer solutions based on their current level of knowledge.
-Have small groups problem-solve and trouble-shoot common difficulties faced in dental radiography as assigned by instructor (i.e. the wheelchair-bound patient, the gagging patient, equipment malfunction, common software issues, etc.)
CRITERIA AND STANDARDS
-The criteria for a Full Mouth Radiographic Survey is as follows:
The full mouth survey is comprised of 14 individual films (total points possible is 112)
Each film is assessed in four categories (8 points possible per film):
Film and cone placement (2 points)
Horizontal Angulation (2 points)
Vertical Angulation (2 points)
Process and Mount (2 points)
The point system is: 2 = Good, 1 = Satisfactory, 0 = Needs Improvement
SELF ASSESSMENT
- Prior to having the instructor evaluate the student's Full Mouth Series of X-rays, they are required to perform a self-evaluation and have a peer evaluate their assignment using the criteria stated above.
FIDeLity FEEDBACK
-Feedback is provided concurrently with the instructor evaluation. As each film is evaluated, the student is there and discusses the merits and shortcomings of each film. If the student's self-assessment is significantly different than the instructor's, the reason for the discrepancy is addressed at this time also. If the peer evaluation is significantly different, the peer is involved in order to determine if their level of knowledge of the subject or understanding of the evaluation criteria is not correct.
Step 4: Generate Teaching and Learning Activities
RECEIVING INFORMATION AND IDEAS
-Students read the relevant chapters in the book, the unit in the curriculum
-Students answer the objectives for the unit.
-I present the information in a lecture and powerpoint.
-Watch YouTube video clips of taking radiographs.
-Look at Full Mouth Radiograph series taken by previous students.
EXPERIENCES
-Students watch a video demonstration of taking radiographs
-Students each "grade" 5 Full Mouth Radiograph series taken by previous students to learn to critique their films.
-Students observe and demonstration of taking radiographs by the instructor.
-Students perform the skill in a practice environment on a mannequin.
-Students observe other students in their small group taking radiographs on the mannequin.
-Students take radiographs on live patients in clinic under instructor supervision.
REFLECTION
-Students view the completed x-rays, perform a self-assessment and then make comments as to why errors occurred and how they could be corrected.
-As a group, students are asked to generate questions or points that need further clarification weekly. These are then addressed as a group discussion.
-Students write in their clinic journal
-Students generate test questions that are used in reviewing for the exam.
Step 5: Integrate the Component Parts
Students will learn how to use
radiographic equipment and
software. They will learn how
to place, expose and develop and
interpret a complete set of xrays
using a variety of techniques and
situations.
mine background knowledge.
--Self assessment
--Peer assessment
--Instructor assessment
--Reading/writing assignments
--Written exam.
--Students read the relevant chapters in the
book and the unit in the curriculum.
--Evaluate past student's x-rays using
our assessment criteria.
The students must become
proficient in taking x-rays in a timely
fashion using techniques that cause
the least amount of discomfort for their
patients--
--Self assessment
--Peer assessment
--Instructor assessment
--Students practice on mannequins.
--Students successfully complete 5 sets of
x-rays meeting the criteria.
Students will learn to utilize their
knowledge of head and neck anatomy,
tooth morphology, etc. when identifying
landmarks in dental x-rays
--Self assessment
--Peer assessment
--Instructor assessment
--Students practice correct mounting of xrays
using anatomical landmarks.
--Students successfully mount 10 sets of xrays
with 100% accuracy.
Students must understand the
importance of taking accurate, diagnostic
xrays with a minimum number of retakes.
--Self assessment
--Reading/writing assignments
--Written exam
of Dental Radiographs"
--Class discussion of ethical issues.
Students will learn to be empathetic
to patients who are having x-rays
taken.
--Self assessment
--Peer assessment
--Instructor assessment
--Students practice placing films correctly and painlessly
on peers.
--Each student must be a patient for a peer and provide
feedback to the student.
--Students will be able to perform a full set of xrays
placement on a peer correctly in a timed situation.
Students will identify information
sources for trouble shooting
problems with x-ray equipment.
--Self assessment
--Reading/writing assignment
--Research project
equipment.
--Students are each assigned a particular problem and are
to research websites, journals, technical manuals, etc.
--Students present to the class their problem, possible
solutions, and the top three resources for trouble shooting
the problem.
Step 6: Course Structure
Step 7: Teaching Strategy
Step 8: Overall Set of Learning Activities